Computing

Computing Curriculum Statement

At Paddock Wood Primary Academy, we want every child to be happy and enthusiastic learners of Computing, and to be eager to achieve their very best in order to fulfil their enormous potential. We firmly believe that the recipe for success is high quality first-wave teaching in Computing, which is central to the life of our happy, caring academy.

Intent

At Paddock Wood Primary Academy, we are DIGITAL INNOVATORS! We want our children to understand the potential of technology and start to build computing skills for the future. We want them to become digital creators, using technology to support other areas of their work and lives, and also to understand the responsibilities of being digital consumers on their time, relationships and wellbeing. We know the digital workplace is continuously evolving and want them to grow up wanting to a part of that as software engineers, video game designers, web developers or IT consultants. Our Computing curriculum strives to develop resilient, reflective, creative and independent learners. It gives space for children to become “computational thinkers”, tackling complex problems, making mistakes and learning from them. It also engages our children, through the creative use of technology, to prepare pupils for the demands of the 21st century and the technological world that awaits them in the future. As well as the huge potential of technology, we teach our children to understand the challenges and problems it can create. We teach them to become good digital citizens, to know how to stay safe and keep others safe online, to be aware of the need to test out what and who they see and the importance of what they share in creating their own digital footprint.

Scheme of Learning

Our PYP approach is underscored by the National Curriculum. The schemes allow for appropriate sequencing and aims to secure long-term memory as well as the enjoyment and necessary curiosity of learning history. The link is:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf

The three key areas of computing are concerned with are:

• Computer Science - the understanding of coding and programming across a range of physical devices and digital resources

• Information Technology - the range of skills required to operate and manipulate specific programs, systems and content

• Digital Literacy - the knowledge required to use technology safely and to evaluate and react to any potential risks of the online/digital world.

Implementation

• The subject leader for Computing will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Computing is highly effective. Where necessary, staff will receive coaching and training in Computing.

• Carefully designed, interleaved learning in Computing ensures consistency and progress of all learners.

• The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry. Therefore, Computing is taught through these vehicles.

• Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum whilst still fulfilling the requirements of a PYP approach.

• High quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.

• High quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how Computing is used in the wider world including careers.

• We endeavour to expose students to a variety of software, programs, and equipment in order to offer a range of appropriate challenges and experiences.

• Spaced repetition and chunking within the curriculum allows pupils to develop their recall of embedded knowledge and ensures that each year group works on an aspect of each the three areas of Computing.

•Our schemes of work remain flexible and children share their thoughts on their ‘computing learning journeys’ to help enable sessions to be adapted to their interests and needs.

In KS1 children begin to learn the skill of programming, creating programs, systems and a range of content.

In Years 1 and 2 pupils are taught to:

• Understand what algorithms are, how they are used as programs on digital devices, and that programs work by following precise and unambiguous instructions

• Create and debug simple programs

• Use logical reasoning to predict the behaviour of simple programs

• Use technology purposefully to create, organise, store, manipulate and retrieve digital content

• Recognise common uses of information technology in the wider world

• Use technology safely and respectfully, keeping personal information private

• Know where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

In KS2 children build on these skills and extend their mastery of computers, as both user and content creator. We teach pupils how to predict and analyse results, how to break a problem down into parts, how to spot and use similarities and how to evaluate and approaches to help them problem-solve.

In Years 3 to 6 pupils are taught to:

• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

• Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

• Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Cultural Capital

With our firm belief that knowledge is transferable, our pupils are given every opportunity to participate in a wide range of learning experiences beyond their classroom. Paddock Wood Primary Academy has constructed a Computing curriculum that is designed to give all pupils, particularly the disadvantaged, the knowledge and cultural capital they need to succeed in life.

Impact

• Children are happy learners who have a thorough grasp of computing knowledge. They experience a wide range of learning and are encouraged to be creative and collaborative in order to express their ideas and challange themselves.

• Children of all abilities and backgrounds achieve well in Computing reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning and are eager to further their learning in the next stages of their education.

• We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being.

• Finding the right balance with technology is key to an effective education and a healthy life-style.

• The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through Google tools and observing learning regularly.

• Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.